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Joined: Feb 2013
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Was obnoxious. I checked that too.
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Joined: Mar 2013
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An update to this gripping human drama.  DS had a good day on Wednesday. The LA teacher met one on one with him and they agreed on some accommodations. He can write his stories about animals, and can talk about the animals needs (food, clean water, shelter, avoiding predators) rather than human emotions. DS is still struggling a bit, but overall this is a big win and I am starting to like this LA teacher. Yesterday was not as good, but wasn't necessarily that bad either. During morning announcements, DS heard an announcement for a club for a particular type of student. He became upset and left the classroom, because he thought it was discriminatory. He never went to any class all day, and stayed in the office. He did manage to do some assignments, so he didn't have too much homework last night. But he missed a lot of in-class instruction again. The assistant principal was very understanding. This guy used to be the school psychologist and seems to get 2e. No punishments or repercussions for his behavior. I actually praised him last night because he didn't get upset, shout or yell at anyone. He remained calm and non-confrontational. This is a step in the right direction. I wish he'd stop missing class, but at least we didn't have another meltdown. One day at a time. Good to hear. I just saw this thread, my DS16 a junior in H.S. has a 504 for very similar reasons. One accommodation that has helped over the past year is asking for the teachers to re-framing the question or as as your LA teacher is doing simply finding a different prompt. We also have an accommodation where if DS get's overwhelmed & anxious about a writing prompt he can have extra time to get it done. That break from the cycle with re-framing of the prompt usually does wonders. The extra time often helps because many times he gets to see/hear other student's work and it helps him understand the prompts better. I've been trying to get DS for years to do this on his own and is he is getting better at it. What I mean by this we talk about how the teachers are primarily trying to get him to write. That most kids like writing about themselves. That he doesn't need to take most prompts quite as literally as he does. So if he can take the prompt and make it less personal. This has not come easy but he is getting somewhere with this. DS has struggled with this for years but I never really got a handle on it till a year ago.
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Joined: Mar 2013
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Puffin - he has anxiety even faking the writing or trying to pretend he's someone else. He is very literal and cannot "deceive" himself like that. Hope that makes sense. I was thinking his LA teacher could suggest he interview (anonymously) some friends and maybe make a compilation of the answers of all of them to become a whole. I like that the LA teacher has allowed him to write about animals though if he's uncomfortable writing about human emotion in general. For my son that is just as hard as writing about himself. One of the essays he melted down on last year involved quizzing another students and then writing about them. We made some headway with this once he had a chance to listen to other students and he realized it could just be fiction.
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Joined: Nov 2012
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I was wondering about what bluemagic just said. Can he be taught to just make it up? Fiction. Maybe he will think even fiction has too much truth in it. Animal is definitely a god idea too.
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Joined: Feb 2013
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For anyone keeping up with our day to day adventure, the issue now is math. DS12 is very good at math - he tests out at a 12th grade level. However, he missed math on Thursday, and the staff did not provide us with his homework assignment despite it being in his IEP.
Friday, he got upset in math because he didn't do the homework, and he ended up missing the class, and missed another homework assignment. All of these assignments are supposed to be posted online, but they were not. Today, he missed class again because he was stressed out over being so far behind in homework. Again, the homework is not posted online and the teacher has not responded to our emails asking for the assignment.
I just sent him an email quoting the IEP which has provisions for this exact scenario.
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Joined: Mar 2013
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Tests out at 12th grade level? Are you talking about scores on a test like the WIAT? Or could he test out of most H.S. math classes?
Sounds like it's time to go into school and ask to see this teacher. I find when I'm not getting a response by email showing up helps. If you can't see the teacher, ask to see the principal or vice principal or head of the department. Even without the 504 your son should be getting an extra day to finish homework if he has missed school for an excused absence.
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Joined: Apr 2015
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For anyone keeping up with our day to day adventure, the issue now is math. DS12 is very good at math - he tests out at a 12th grade level. However, he missed math on Thursday, and the staff did not provide us with his homework assignment despite it being in his IEP.
Friday, he got upset in math because he didn't do the homework, and he ended up missing the class, and missed another homework assignment. All of these assignments are supposed to be posted online, but they were not. Today, he missed class again because he was stressed out over being so far behind in homework. Again, the homework is not posted online and the teacher has not responded to our emails asking for the assignment.
I just sent him an email quoting the IEP which has provisions for this exact scenario. This kind of relates to the "ask for help" issue, doesn't it? Does DS know how to approach the teacher and explain a situation, ask for help solving a problem (the problem being a missing assignment, in this case)? Is he getting any help from a SPED teacher? What happens when he has to leave class? Is someone at school working on this with him?
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Joined: Feb 2013
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This kind of relates to the "ask for help" issue, doesn't it? Does DS know how to approach the teacher and explain a situation, ask for help solving a problem (the problem being a missing assignment, in this case)?
Is he getting any help from a SPED teacher? What happens when he has to leave class? Is someone at school working on this with him? Yes, when in school and upset he will not approach the teacher, and he will often refuse to work with them if they try to help. But, instead of emailing us an assignment or making sure he has it written down, they just stop and give up. There is a SPED teacher in most of his classes, but we're having issues with her. She sees her role as more disciplinary than helpful, and doesn't try to think on her feet or problem-solve. She sends us long emails complaining about his behavior, but doesn't bother letting us know the assignments. Also, his IEP states that he should have a set of textbooks for home. My wife emailed the SPED teacher twice and got no response. The third time she quoted the requirement from the IEP and mentioned that it was in his IEP. The next day the textbooks started coming home. I'm really losing my patience with the school this year. Some teachers seem to be working hard to accommodate him, but others are letting issues snowball. We have conferences in 2 weeks and I'm still on the fence about calling an IEP meeting.
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Joined: Feb 2013
Posts: 166
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Tests out at 12th grade level? Are you talking about scores on a test like the WIAT? Or could he test out of most H.S. math classes?
Sounds like it's time to go into school and ask to see this teacher. I find when I'm not getting a response by email showing up helps. If you can't see the teacher, ask to see the principal or vice principal or head of the department. Even without the 504 your son should be getting an extra day to finish homework if he has missed school for an excused absence. According to the Performance series tests, his scores are on par with a median 12th grader. Also, he and I took an online calculus course over the summer and he clearly understood the material at a fundamental level. So far he is not being marked off for late assignments. My current issue is that his missed assignments are often due to the school not communicating those assignments to us.
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Joined: Apr 2015
Posts: 647
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I'm still on the fence about calling an IEP meeting. I doubt you'll have enough time in a conference to address IEP issues and strategize with the teacher(s). Is there a specific reason for your reluctance to ask for an IEP meeting? (You don't have to answer that--just mean it as a clarifying question.) From what you've described, your DS is in distress and there are enough concerns (about both DS' anxiety and IEP issues) to warrant meeting. I'd want to do this sooner, rather than later, before things escalate any further. I watched my DS circle the drain last year (with little gleams of hope here and there--"good day/weeks"). Looking back, wish I'd been a lot more proactive.
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